Assessing the Relationship Between Observed Teaching Practice and Reading Growth in First Grade English Learners - A Validation Study

Oct 15, 2026

A validation study examines how a classroom observation instrument relates observed teaching practice to reading growth for Grade 1 English Learners and a sample of native English speakers. Fourteen teachers were observed during reading and language arts instruction, while students’ reading performance was assessed at the beginning and end of the school year. Technical properties of the observation measure and EL reading growth are analyzed, and findings are interpreted using Messick’s integrated framework of measurement validity, considering instructional implications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages52

Reading Time2 h 11 min

AccessFree to download

Abstract

Background of the Study

The Search for Exemplary Classrooms and Exemplary Practices

Assessing the Relationship Between Observed Teaching Practice and Reading Growth in First Grade English Learners: A Validation Study Scott K. Baker Pacific Institutes for Research Russell Gersten Instructional Research Group Diane Haager California State University at Los Angeles Mary Dingle California State University at Sonoma Claude Goldenberg California State University at Long Beach Abstract Validation of a classroom observation measure for use with English Learners (Els) in Grade 1 is the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate overall ratings of instructional quality on a number of dimensions. In these classrooms, the reading performance of all ELs, as well as a sample of native English speakers, was assessed atthe beginning and end of the school year to derive measures of reading growth over the course of the year. Technical characteristics of the observation measure and the reading growth of ELs are described. The relationship between classroom instruction and ELs’reading growth is interpreted within the context of a framework of measurement validity developed by Messick (1989), which proposes an integrated conception of validity. This framework is used to discuss data analysis and interpretation, and what implications and consequences these interpretations might have on instructional practices and professional development in early reading with ELs. In this article, we describe a small scale, but intensive, classroom observation study. We focus as much on the validation of the observation measure as we do on the findings from the study. We do this because developing valid and reliable observational tools is essential for (a) providing teachers with meaningful feedback on their classroom practice,(b) understanding patterns of implementation that can direct professional development efforts, and (c) helping to better understand factors that accelerate reading achievement. Our method of validation follows the framework developed by Messick (1989, 1995) and extended by Gersten, Keating, and Irvin (1995) and Gersten and Baker (2002) . In this view,(a) construct validity is not easily separated from other types of validity, and (b) discussions of a valid assessment approach should include not only technical concerns, but should also explore the meaning of the data and corresponding actions that are taken on the basis the interpretations ofthe assessment data. In other words, discussions ofthe validity of a measure intentionally integrate correlational and/or factor analytic findings with discussions of underlying theories and instructional implications. Background of the Study The present study began in 1999, when we were approached by the directors of two professional development centers in California to create a research study that would provide them with knowledge regarding how to teach English Learners (ELs) to read in English. California had recently revamped its Reading and Language Arts Framework (California Department of Education, 1998, 1999) to reflect the findings of a report released by the National Research Council (Snow, Burns, & Griffin, 1998) on beginning reading. The purpose of this framework was to base reading instruction on scientific research on beginning reading. This was a dramatic and radical shift from the literaturebased framework of a decade earlier. The Framework was a precursor to the principles and guidelines for initial reading instruction that would be codified, at the Federal level, under Reading First four years later (No Child Left Behind Act, 2001) . The state guidelines clearly indicated that this framework was intended for all students, including ELs. At the same time, schools in the state had just begun to implement Proposition 227, a law that significantly increased the number ofELs who were taught predominantly in English. The law required schools to teach ELs to

FAQs

What is the main purpose of the study?

The study validates a classroom observation measure intended for use with Grade 1 English Learners and examines how classroom instruction relates to ELs’ reading growth.

How were teachers and students assessed during the study?

Fourteen teachers were observed during reading and language arts instruction using an instrument that generates instructional quality ratings. Students’ reading performance, including ELs and a sample of native English speakers, was assessed at the beginning and end of the school year.

Which validity framework guides the interpretation of results?

The study interprets the relationship between instruction and reading growth using Messick’s (1989) integrated conception of validity, following extensions discussed in related work.

Oct 15, 2026

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